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All Journal Jurnal Arbitrer JEELS (Journal of English Education and Linguistics Studies) Studies in English Language and Education Research and Innovation in Applied Linguistics
Oussou, Said
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Education Languange, Linguistic, Communication & Media Social Sciences

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The Effect of Collaborative Reasoning On Indonesian University Students’ Literacy and Argumentation Skills Parlindungan, Firman; Mursyidin; Kurniasih; Rahmatillah, Refanja; Nuthihar, Rahmad; Oussou, Said
JEELS (Journal of English Education and Linguistics Studies) Vol. 10 No. 1 (2023): JEELS May 2023
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v10i1.788

Abstract

Since the global COVID-19 pandemic, traditional classrooms have no longer become accessible for everyone. Most teaching and learning process is conducted virtually. The use of interactive and dynamic pedagogy is needed to maintain the quality of learning, especially that enhance argumentation and literacy skills. This research aims to examine whether there are differences in literacy and argumentation skills of Indonesian university students before and after the implementation of Collaborative Reasoning (CR) approach during online learning. A quasi-experimental one-group pretest-and posttest design was employed. A total of 30 students taking Communication and Gender course were involved in this research. We developed a Reading Comprehension Test (RCT) to collect the literacy scores of the students and Cognitively Based Assessment of, for, and as Learning (CBAL) Argumentation Progression to measure argumentation scores. Using a paired samples t-test, the literacy and argumentation scores of the students before participating in CR were compared to their scores after participating in CR. The literacy and argumentation scores were significantly higher after participating in CR. This finding indicates that there is an increase in literacy and argumentation scores over time that was not likely to be due to chance. It is pivotal then for language educators to consider CR in their classrooms.
Developing Learner Autonomy: Moroccan University EFL Teachers’ Perceived Views and Practices OUSSOU, Said; ELBOUZIANY, Abdelhak; BOUALI, Hajare
Research and Innovation in Applied Linguistics Vol. 3 No. 2 (2025): [August]
Publisher : Politeknik Negeri Ujung Pandang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31963/rial.v3i2.5370

Abstract

Learner autonomy, or the ability to take control of one’s learning, has been in emergence for decades, and its importance has been widely acknowledged. However, there remains obscurity as to what teachers think about this concept and whether or not they are willing to promote it. Accordingly, this paper aimed to investigate 21 university professors’ views regarding their understanding of learner autonomy and the principles underlying it. The study used a mixed-method approach to provide rigorous analysis of the professors’ responses. Data were collected through a questionnaire after which ten professors were invited for a semi-structured interview to allow for more explanations of the views analyzed, thus adhering to the explanatory sequential design. Findings demonstrated that professors showed an understanding of the basic characteristics of learner autonomy. While each of the four orientations were maintained, the most supported was the technical orientation followed by the psychological orientation, a finding that was corroborated by the qualitative analysis wherein notions such as ‘motivation’, ‘metacognitive strategies’, and ‘decisions’ recurred. It was observed that their views were far less socially driven. This study has various implications for both theory and practice, particularly for EFL teachers both in this context and in other similar contexts.
The Effect of Collaborative Reasoning On Indonesian University Students’ Literacy and Argumentation Skills Parlindungan, Firman; Mursyidin; Kurniasih; Rahmatillah, Refanja; Nuthihar, Rahmad; Oussou, Said
JEELS (Journal of English Education and Linguistics Studies) Vol. 10 No. 1 (2023): JEELS May 2023
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v10i1.788

Abstract

Since the global COVID-19 pandemic, traditional classrooms have no longer become accessible for everyone. Most teaching and learning process is conducted virtually. The use of interactive and dynamic pedagogy is needed to maintain the quality of learning, especially that enhance argumentation and literacy skills. This research aims to examine whether there are differences in literacy and argumentation skills of Indonesian university students before and after the implementation of Collaborative Reasoning (CR) approach during online learning. A quasi-experimental one-group pretest-and posttest design was employed. A total of 30 students taking Communication and Gender course were involved in this research. We developed a Reading Comprehension Test (RCT) to collect the literacy scores of the students and Cognitively Based Assessment of, for, and as Learning (CBAL) Argumentation Progression to measure argumentation scores. Using a paired samples t-test, the literacy and argumentation scores of the students before participating in CR were compared to their scores after participating in CR. The literacy and argumentation scores were significantly higher after participating in CR. This finding indicates that there is an increase in literacy and argumentation scores over time that was not likely to be due to chance. It is pivotal then for language educators to consider CR in their classrooms.
The Relationship between EFL Students’ Use of Writing Strategies and Their Writing Achievement Oussou, Said; Kerouad, Smail; Hdii, Saida
Jurnal Arbitrer Vol. 11 No. 1 (2024)
Publisher : Masyarakat Linguistik Indonesia Universitas Andalas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25077/ar.11.1.1-12.2024

Abstract

Research on writing strategies has defined their characteristics and focused on their contribution to writing gains over the last few decades. However, little has been written about how Moroccan EFL students perceive and use these strategies in their attempts to produce an essay. This paper seeks to fill that gap by investigating the employment of writing strategies by 245 students majoring in English at a university. The data were collected through a questionnaire, inspired by some related existing scales, and interviews were conducted with a group of participants. The participants were sampled adhering to the convenience type of sampling since the data collection was completed in one of the students’ usual classes. Combining both quantitative and qualitative analyses, findings demonstrated that writing strategies were used to a higher extent, with the students’ strong tendency to deploy memory and compensation strategies. It was also found that there is a positive and significant correlation between students’ use of writing strategies and argumentative writing. The qualitative findings added that the although the participants said they practiced writing strategies, the majority did not know how to use them. Some implications and recommendations are also discussed. The current study has provided useful insights into students’ readiness to use writing strategies in the Moroccan context and how their use may mitigate their difficulties in producing a well-argued essay.
Learner autonomy: Moroccan EFL university students beliefs and readiness Oussou, Said; Kerouad, Smail; Hdii, Saida
Studies in English Language and Education Vol 11, No 1 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i1.30007

Abstract

Learner autonomy has attracted considerable scholarly attention in language learning. Research on this concept is abundant and continues to flourish. However, to date, scant attention has been paid to researching autonomy in the Moroccan context. Thus, the present mixed-methods study aimed to partially bridge the gap by investigating university EFL students beliefs and their perceived readiness level of autonomy. For this purpose, both quantitative and qualitative methods were employed to collect data. Questionnaires were administered (n=245), and interviews were conducted with selected participants (n=16). An autonomy scale consisting of five parameters (planning and goal-setting, learners expected teacher roles, learners beliefs and affect management, learners social behaviors, and learners self-assessment and learning strategies) was used to elicit and analyze data. The items that made up the learner autonomy scale were adopted and modified from different influentially existing scales. Three main themes were generated and analyzed in the qualitative strand following thematic analysis procedures. The results demonstrate that most students held positive beliefs towards autonomy and appeared ready to embrace it in their learning journey. Students exhibited a strong inclination towards using English outside the classroom (89.8%), displaying a willingness to take responsibility for their learning (85.3%), and setting learning goals (82%). The qualitative results highlight some aspects, such as participating in content creation within lessons and effectively managing their time. In light of these findings, this study suggests pedagogical implications for EFL teachers to enhance learner autonomy in their classrooms as well as a set of recommendations for future research.
Co-Authors BOUALI, Hajare ELBOUZIANY, Abdelhak Firman Parlindungan Hdii, Saida Kerouad, Smail Kurniasih Mursyidin Rahmad Nuthihar Rahmatillah, Refanja Refanja Rahmatillah